Lesson Title: Who the heck thought of evolution, anyway?
State Standards: GLEs/GSEs
LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
National Standards:
Standard G: History and Nature of Science subtopic three-historical perspecitves
Context of Lesson:
This lesson introduces Jean-Baptiste Lamark and how his ideas affected the way people thought about evolution. It also briefly discusses some of the other scientists that paved the way for evolution refuting the theory of spontaneous generation. Then it introduces Charles Darwin and his actions that made evolution theory as widely accepted as it is today, without going too much into his actual ideas. This lesson is more for historical knowledge of who were prominent scientist and what they discovered that relates to evolution. This lesson will connect Darwin's idea of descent with modification to last class lesson about similar structures in different organisms evolving with different functions.
Opportunities to Learn:
Depth of Knowledge
DOK-level 1: recall and reproduction of who developed what ideas and who came first (Wallace, Darwin, Lamark)
DOK-level 2: comparing ideas of Lamark and Darwin
Prerequisite Knowledge
-spontaneous generation
-evidence for evolution: anatomical structure and function
Plans for Differentiating Instruction
The research books available for students will range from simple to complex text to meet the different levels of readers in the class.
Accommodations and modifications
No accommodations or modifications necessary for this lesson.
Environmental factors
The classroom is set up with 12 two-seated tables evenly spaced within lab benches that project from the walls. The front of the room has a white board and large desk with a computer for teacher use and student use when permitted. There is a projector in front of the desk which allows for many opportunities to display notes, diagrams, pictures, etc. For purposes in this lesson, students will need their desk area only.
At the completion of this lesson students will:
1) State the major findings of Jean-Baptiste Lamark, Charles Darwin, and Alfred Russell Wallace
2) Create a timeline showing the history of evolution based on its founding thinkers
3) Create a graphic organizer that compares and contrasts these three scientists
4) Be able to explain the importance of their contributions to the understanding of evolution as is accepted today Good objectives.
Instruction:
Opening:
How will you give quiz? Will you have students clear desks as soon as they enter room. Will you write these instructions on board?
1) Write on the board directions for first portion of class so students are not disruptive asking questions during the quiz:
a. Do not take out anything except a writing utensil until all students have finished the quiz.
b. As soon as you enter the room you may take a copy of the Structures and Endosymbiosis Quiz.
c. When you finish your quiz bring it to the front and take a copy of the reading and response sheet.
d. Read this section on the scientists of evolution and write a response highlighting interesting facts and connections between the scientists and to information we have learned in past lessons.
e. Five minutes after the last person hands in the quiz, we will discuss the reading and you responses. How will you transition to this reading? How will you set the reading up?
2) Students will be given a section of the chapter reading that summarizes the ideas of Lamark, Wallace and Darwin (short 3 paragraphs). They will then write a response to the reading and we will discuss its highlights and any comments or questions. Ask if anyone can think of some evidence that would support or dispute the ideas of these scientists(stimulate them to thinking about last lesson on anatomy and first lesson in spontaneous generation). Explain that today we will be going into greater detail about the contributions of these scientists and picking them apart to show the steps that lead to current acceptance of evolutionary theory.
Engagement:
Mini-lecture:
1) Put transparency on overhead that shows a timeline of events in evolutionary theory from the time Lamark was born to the present.
2) Give student a handout for fill-in-the blank notes.
3) Based on what you have read already and what you see here, whose theory would you more readily accept?
4) What is the importance of evidence when trying to prove something?
5) What were these scientist trying to prove and should it matter to us today? Where are your notes for this? If you don't have the notes yet, then list what topics will you address and what will you stress about each topic?
Group Activity:
Students will be asked to work in groups and pick a few different books that were collected from the library giving details in the lives of Lamark, Wallace and Darwin. They will be asked to create a graphic organizer based on the notes they took from the handout at the beginning of class, the notes on the timeline, and the notes they take from they library books. There will probably be about 10 books, which is why students will share in groups and use other sources (opening responses and timeline notes) to create the compare and contrast organizer. Explain to the students that the purpose of this activity is to:
1) See if there was an evolution of thought based on the time and place and experiences of these scientists.
2) Examine the evidence that each scientist provides to support his argument.
3) Determine who is the most credible scientist and why? Will each student have a book? What questions will be trying to answer.
Closure:
Each group working together will be asked to share out one thing they found from the library books and explain how they think this was important to ideas behind evolution. The compare and contrast organizers will be collected and timeline will be assigned as homework. Students will be asked if they can see the importance of evidence to support ideas and remind them of the connection to homologous structures. Students will do a 1, 2, punch for this lesson to be handed in as they leave the room
The basic sequence of this lesson is fine. You can strengthen it by writing down how you will help students understand the purpose of each activity, and buy-in to that purpose.
Suggestion: Instead of focusing on what you're going to tell them, think about what you will ask them to get a conversation started that provides you opportunities to say want you plan to say.
Assessment:
Graphic organizer will be collected and analyzed then teacher will determine if the information was delivered properly based on the amount and accuracy of students interpretation on comparing and contrasting scientists. One, two, punch will be read (by me) and help decide on when timelines should be handed in (more time if students seem to have many misunderstandings still).
Grade Structures and Endosymbiosis Quiz.
Return to students by next class.
Lesson Plan
Lesson Title: Who the heck thought of evolution, anyway?
State Standards: GLEs/GSEs
LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).National Standards:
Standard G: History and Nature of Science subtopic three-historical perspecitvesContext of Lesson:
This lesson introduces Jean-Baptiste Lamark and how his ideas affected the way people thought about evolution. It also briefly discusses some of the other scientists that paved the way for evolution refuting the theory of spontaneous generation. Then it introduces Charles Darwin and his actions that made evolution theory as widely accepted as it is today, without going too much into his actual ideas. This lesson is more for historical knowledge of who were prominent scientist and what they discovered that relates to evolution. This lesson will connect Darwin's idea of descent with modification to last class lesson about similar structures in different organisms evolving with different functions.Opportunities to Learn:
Depth of Knowledge
DOK-level 1: recall and reproduction of who developed what ideas and who came first (Wallace, Darwin, Lamark)DOK-level 2: comparing ideas of Lamark and Darwin
Prerequisite Knowledge
-spontaneous generation-evidence for evolution: anatomical structure and function
Plans for Differentiating Instruction
The research books available for students will range from simple to complex text to meet the different levels of readers in the class.Accommodations and modifications
No accommodations or modifications necessary for this lesson.Environmental factors
The classroom is set up with 12 two-seated tables evenly spaced within lab benches that project from the walls. The front of the room has a white board and large desk with a computer for teacher use and student use when permitted. There is a projector in front of the desk which allows for many opportunities to display notes, diagrams, pictures, etc. For purposes in this lesson, students will need their desk area only.Materials
PencilPaper
Compare and Contrast graphic organizer for Lamark, Wallace, and Darwin
Structures and Endosymbiosis Quiz
Objectives:
At the completion of this lesson students will:1) State the major findings of Jean-Baptiste Lamark, Charles Darwin, and Alfred Russell Wallace
2) Create a timeline showing the history of evolution based on its founding thinkers
3) Create a graphic organizer that compares and contrasts these three scientists
4) Be able to explain the importance of their contributions to the understanding of evolution as is accepted today Good objectives.
Instruction:
Opening:
How will you give quiz? Will you have students clear desks as soon as they enter room. Will you write these instructions on board?1) Write on the board directions for first portion of class so students are not disruptive asking questions during the quiz:
a. Do not take out anything except a writing utensil until all students have finished the quiz.
b. As soon as you enter the room you may take a copy of the Structures and Endosymbiosis Quiz.
c. When you finish your quiz bring it to the front and take a copy of the reading and response sheet.
d. Read this section on the scientists of evolution and write a response highlighting interesting facts and connections between the scientists and to information we have learned in past lessons.
e. Five minutes after the last person hands in the quiz, we will discuss the reading and you responses.
How will you transition to this reading? How will you set the reading up?
2) Students will be given a section of the chapter reading that summarizes the ideas of Lamark, Wallace and Darwin (short 3 paragraphs). They will then write a response to the reading and we will discuss its highlights and any comments or questions. Ask if anyone can think of some evidence that would support or dispute the ideas of these scientists(stimulate them to thinking about last lesson on anatomy and first lesson in spontaneous generation). Explain that today we will be going into greater detail about the contributions of these scientists and picking them apart to show the steps that lead to current acceptance of evolutionary theory.
Engagement:
Mini-lecture:1) Put transparency on overhead that shows a timeline of events in evolutionary theory from the time Lamark was born to the present.
2) Give student a handout for fill-in-the blank notes.
3) Based on what you have read already and what you see here, whose theory would you more readily accept?
4) What is the importance of evidence when trying to prove something?
5) What were these scientist trying to prove and should it matter to us today?
Where are your notes for this? If you don't have the notes yet, then list what topics will you address and what will you stress about each topic?
Group Activity:
Students will be asked to work in groups and pick a few different books that were collected from the library giving details in the lives of Lamark, Wallace and Darwin. They will be asked to create a graphic organizer based on the notes they took from the handout at the beginning of class, the notes on the timeline, and the notes they take from they library books. There will probably be about 10 books, which is why students will share in groups and use other sources (opening responses and timeline notes) to create the compare and contrast organizer. Explain to the students that the purpose of this activity is to:
1) See if there was an evolution of thought based on the time and place and experiences of these scientists.
2) Examine the evidence that each scientist provides to support his argument.
3) Determine who is the most credible scientist and why?
Will each student have a book? What questions will be trying to answer.
Closure:
Each group working together will be asked to share out one thing they found from the library books and explain how they think this was important to ideas behind evolution. The compare and contrast organizers will be collected and timeline will be assigned as homework. Students will be asked if they can see the importance of evidence to support ideas and remind them of the connection to homologous structures. Students will do a 1, 2, punch for this lesson to be handed in as they leave the roomThe basic sequence of this lesson is fine. You can strengthen it by writing down how you will help students understand the purpose of each activity, and buy-in to that purpose.
Suggestion: Instead of focusing on what you're going to tell them, think about what you will ask them to get a conversation started that provides you opportunities to say want you plan to say.
Assessment:
Graphic organizer will be collected and analyzed then teacher will determine if the information was delivered properly based on the amount and accuracy of students interpretation on comparing and contrasting scientists. One, two, punch will be read (by me) and help decide on when timelines should be handed in (more time if students seem to have many misunderstandings still).Grade Structures and Endosymbiosis Quiz.
Return to students by next class.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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